Compilation of Data: Ecole Christine Morrison Ecole Mission Central French Immersion & English Programs

Compilation of Data: Ecole Christine Morrison Ecole Mission Central French Immersion & English Programs 1

Overview In December 2014, Mission Public Schools Senior Staff discussed with the Board their recommendation for a single track French Immersion Centre. The Board was presented with pros, cons & options and it was decided to bring the subject to the public board meeting in January. At that meeting, the motion was passed that, "That the Board of Education direct the superintendent to bring a recommendation on the feasibility of implementing a single-track, stand alone school housing the French Immersion program, and that parent input will be sought as part of this process." In February 2015, It was decided to hold off on making any changes until the 2016/2017 calendar year, in order to give staff the time required to implement the middle and high school reconfigurations. We have been compiling information into this formalized document. The information herein is intended to provide information to parents and the community. At the public board meeting on Tuesday, November 17, 2015, the Board will be making its decision in regard to the feasibility of a single-track French Immersion School. 2

Board Responsibility OUR MISSION: Mission Public Schools is dedicated to inspiring a passion for learning and developing the attitudes, skills and knowledge that will enable all students to maximize their potential as positive, responsible participants in our democratic society and the global community. We must make financial decisions that will bring the greatest benefits to the greatest number of students and remain fiscally responsible within budget constraints Our responsibility is to provide the best educational experience for all students 3

What We Know Disparity exists between the French Immersion programs and the student populations at Ecole Christine Morrison and Ecole Mission Central The disparity is driven by perception, location, changing demographics, districtwide student decline and manifests itself in an imbalance of student enrolment No school has the capacity to house all of the French Immersion students and remain dual track with their English population Both schools have champions who do not want their school s configuration to change Many will perceive any change as winning or losing No decision will make all parties happy 4

But We Also Know A building is not what makes a good program Both schools have strong professional teachers who will continue to provide excellent education no matter what the configuration of the school Both schools have passionate parents who will continue to advocate for and support their children no matter which building they attend Administration teams will work hard to ensure that students are supported through any transition that might come about Change brings opportunities to rejuvenate and recommit to best practices 5

Options Status Quo Single-track French Immersion school 2 dual-track schools with New Boundaries to balance student enrolment in French Immersion Which choice provides the best balance of benefit and risk? 6

As of October 14, 2015 Current French Immersion Enrolment School Name KF Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Total Ecole Christine Morrison 48 42 49 40 30 42 26 277 Ecole Mission Central 18 16 11 12 6 9 6 78 7

Current English Enrolment As of October 14, 2015 School Name KF Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Total Ecole Christine Morrison 32 22 22 33 24 32 29 194 Ecole Mission Central 17 18 15 20 16 16 21 123 8

Aboriginal Enrolment at Ecole Christine Morrison and Ecole Mission Central Christine Morrison 8% of French Immersion Students are Aboriginal 25% of English Students are Aboriginal 15% of the Total School Enrolment at Christine Morrison is Aboriginal Mission Central 24% of French Immersion Students are Aboriginal 40% of English Students are Aboriginal 34% of the Total School Enrolment at Mission Central is Aboriginal 9

Special Education at Ecole Christine Morrison and Ecole Mission Central Christine Morrison 1% of French Immersion Students are designated Special Education 7% of English Students are designated Special Education 4% of the Total School Enrolment at Christine Morrison is designated Special Education Mission Central 4% of French Immersion Students are designated Special Education 12% of English Students are designated Special Education 9% of the Total School Enrolment at Mission Central is designated Special Education 10

Current Enrolment for all Elementary Schools September 30, 2015 SCHOOL KF G1 G2 G3 G4 G5 G6 Internati onal Aboriginal Head count Total Current FTE Total Albert McMahon 64 48 57 56 50 57 75 4 407 403.0000 Cherry Hill 32 30 27 33 40 27 38 3 227 224.0000 Christine Morrison (English) 32 21 21 33 23 32 28 190 190.0000 Christine Morrison (Imm) 49 43 49 40 30 42 26 279 279.0000 Deroche 14 10 11 12 8 10 8 73 73.0000 Dewdney 18 10 12 12 14 14 14 94 94.0000 Edwin S. Richards 44 65 55 49 63 49 51 2 376 374.0000 Hatzic 42 33 48 41 49 38 51 302 302.0000 Hillside Traditional Academy 58 73 59 60 35 21 30 2 336 334.0000 Mission Central (English) 17 18 15 20 16 16 22 124 124.0000 Mission Central (Imm) 18 16 11 12 6 9 6 78 78.0000 Silverdale 13 13 17 10 22 14 15 104 104.0000 West Heights Community School 26 23 24 33 25 32 35 198 198.0000 Windebank 44 43 41 36 31 46 44 2 285 283.0000 ELEMENTARY SUBTOTAL 471 446 447 447 412 407 443 13 496 3073 3060.0000 11

School Name Current Urban Core School Capacities # of classrooms # of classrooms used for enrolling classes # of classrooms used by other user groups Official Capacity Current Enrolment Space Available Albert McMahon 18 16 1 465 407 58 Cherry Hill 16 11 1 365 227 138 Ecole Christine Morrison 19 19 0 455 469-14 E.S Richards 15 15 0 390 376 14 Hatzic Elementary 13 12 0 315 302 13 Hillside Traditional Academy 16 14 0 390 336 54 Ecole Mission Central 19 12 6 450 202 248 West Heights Community School 13 9 4 340 198 142 Windebank 19 13 6 440 285 155 12

Notes on Elementary School Capacities Currently, there are over 800 seats available within our urban core schools This is the equivalent of 26 classrooms with 30 students each. If we factor in lower class sizes for primary grades, this number increases 26 classrooms/800 students is comparable to 2 elementary schools It is important to note that some of these empty seats/classrooms are currently being used for other purposes such as the Early Years Centre at Windebank & Strongstart Programs Note: Capacity numbers and seats may fluctuate depending on class/grade configurations 13

Total District Enrolment September 2000-2015 Year Total District Enrolment Sept 2000 7068 Sept 2001 7000 Sept 2002 6856 Sept 2003 6860 Sept 2004 6778 Sept 2005 6674 Sept 2006 6565 Sept 2007 6281 Sept 2008 6171 Sept 2009 6081 Sept 2010 5936 Sept 2011 5760 Sept 2012 5625 Sept 2013 5598 Sept 2014 5591 Sept 2015 5738 14

French Immersion Enrolment 2003-2015 Full Day Kindergarten K-6 Open Boundaries. K-7 Grade 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Christine Morrison Fr. Im. K 23 35 33 27 30 37 30 59 44 42 52 43 49 1 26 24 35 36 29 31 38 34 59 40 43 54 43 2 25 24 25 31 29 28 30 34 33 53 37 40 49 3 15 29 25 24 28 29 26 28 32 32 45 33 40 4 19 17 30 22 24 29 31 27 27 29 32 42 30 5 21 24 19 29 24 24 29 31 27 27 25 25 42 6 16 22 22 18 26 22 21 27 28 25 27 23 26 7 18 17 23 18 18 24 21 21 Morrison 163 192 212 205 208 224 226 261 250 248 261 260 279 Full Day Kindergarten K-6 Open Boundaries K-7 Grade 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Mission Central Fr. Im. K 16 24 15 18 22 19 10 27 18 22 19 18 18 1 17 16 24 13 17 21 19 12 25 17 21 14 16 2 25 13 11 20 11 13 18 16 9 21 12 17 11 3 20 20 11 13 20 9 11 13 15 4 15 8 12 4 25 18 18 11 9 18 5 7 8 13 4 9 6 5 12 16 14 18 10 6 15 3 5 6 10 5 9 6 25 8 14 10 16 8 6 15 2 6 4 10 6 7 16 15 9 18 11 15 6 5 Central 156 130 116 121 116 109 90 98 82 89 85 81 78 2 schools FR. IMM. 319 322 328 326 324 333 316 359 332 337 346 341 357 15 September September

English Enrolment 2003-2015 K-7 Full Day Open Kindergarten K-6 Boundaries September Grade 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Christine Morrison English K 19 23 14 22 10 32 23 27 19 35 17 22 32 1 37 20 21 22 22 17 32 27 26 19 33 21 21 2 34 43 19 29 25 30 16 34 31 27 22 32 21 3 29 35 40 25 33 34 35 20 39 34 34 20 33 4 34 29 30 44 21 39 32 33 28 39 29 38 23 5 40 35 21 32 46 25 40 35 31 26 36 31 32 6 42 42 39 29 30 59 22 42 28 30 23 30 28 7 56 42 40 37 26 39 59 24 Morrison 291 269 224 240 213 275 259 242 202 210 194 194 190 K-7 Full Day Open Kindergarten K-6 Boundaries September Grade 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Mission Central English K 21 28 14 25 24 20 25 28 23 14 15 17 17 1 14 22 19 18 22 20 19 24 22 16 13 14 18 2 27 20 20 23 19 26 21 22 20 17 16 20 15 3 22 22 20 25 24 17 23 24 21 17 12 15 20 4 23 23 22 26 23 29 20 26 24 18 12 16 16 5 28 23 22 27 25 24 26 21 18 23 25 15 16 6 35 24 23 23 28 35 18 25 18 20 24 21 22 7 28 29 21 25 19 28 26 15 Central 198 191 161 192 184 199 178 185 146 125 117 118 124 2 Schools ENG. Total 489 460 385 432 397 474 437 427 348 335 311 312 314 16

Attrition Rates Why attrition data is important: All French Immersion and Francophone programs face attrition Students only enrol in kindergarten and grade 1 therefore enrolment only grows at later grades when a French Immersion Student from another district moves into Mission Intensive French offered starting at Grade 6 is not French Immersion but an intensive version of Core French Average Attrition Rates in BC: Grades 1-5 16.9% Grades 7-12 42.4% (Source: CPF 2009/2010-2013-2014) 17

Ecole Christine Morrison French Immersion Enrolment spanning 13 years 2003-2015 Program moved from ESR to Morrison K-7 Full Day Kindergarten K-6 Open Boundaries Grade 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 September Ecole Christine Morrison K 23 35 33 27 30 37 30 59 44 42 52 43 49 1 26 24 35 36 29 31 38 34 59 40 43 54 43 2 25 24 25 31 29 28 30 34 33 53 37 40 49 3 15 29 25 24 28 29 26 28 32 32 45 33 40 4 19 17 30 22 24 29 31 27 27 29 32 42 30 5 21 24 19 29 24 24 29 31 27 27 25 25 42 6 16 22 22 18 26 22 21 27 28 25 27 23 26 7 18 17 23 18 18 24 21 21 Morrison 163 192 212 205 208 224 226 261 250 248 261 260 279 18

Ecole Mission Central French Immersion Enrolment spanning 13 years 2003-2015 Program moved from ESR K-7 Full Day Kindergarten K-6 Open Boundaries September Grade 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Ecole Mission Central K 16 24 15 18 22 19 10 27 18 22 19 18 18 1 17 16 24 13 17 21 19 12 25 17 21 14 16 2 25 13 11 20 11 13 18 16 9 21 12 17 11 3 20 20 11 13 20 9 11 13 15 4 15 8 12 4 25 18 18 11 9 18 5 7 8 13 4 9 6 5 12 16 14 18 10 6 15 3 5 6 10 5 9 6 25 8 14 10 16 8 6 15 2 6 4 10 6 7 16 15 9 18 11 15 6 5 Central 156 130 116 121 116 109 90 98 82 89 85 81 78 19

K-Grade 6 French Immersion Attrition Rates 2003-2015 Ecole Christine Morrison Attrition Rates K Total Gr 6 Total Attrition Rate K 2003 - Gr 6 2009 23 21 9% K 2004 - Gr 6 2010 35 27 23% K 2005 - Gr 6 2011 33 28 15% K 2006 - Gr 6 2012 27 25 7% K 2007-Gr 6 2013 30 27 10% K 2008-Gr 6 2014 37 23 38% K 2009-Gr 6 2015 30 26 13% Total Average K-6 Attrition Rate 16% Ecole Mission Central Attrition Rates K Total Gr 6 Total Attrition Rate K 2003 - Gr 6 2009 16 6 63% K 2004 - Gr 6 2010 24 15 38% K 2005 - Gr 6 2011 15 2 87% K 2006 - Gr 6 2012 18 6 67% K 2007-Gr 6 2013 22 4 82% K 2008-Gr 6 2014 19 10 47% K 2009-Gr 6 2015 10 6 40% Total Average K-6 Attrition Rate 60% 20

Factors That Contribute to Attrition Difficulty experienced by the student in understanding, speaking or reading French Parent s frustration with not being able to understand French The child not being able to read English early in his schooling Poor relations between the student and the immersion teacher, or the parent and the immersion teacher A student s emotional or behavioural challenges Lack of French language support services The level of support and information provided to parents Too quickly transferring a student from the French Immersion Program to the English Program without exploring other options Source: http://www.edu.gov.mb.ca/k12/docs/fr_imm_handbook/chap_8.pdf Further Reference Material: cpf.ca/en/files/understanding-attrition-from-french-immersion-programs.pdf 21

2011 French Immersion Catchment Boundary 22

If 2011 FI Catchment Boundaries were re-introduced Current French Immersion Students Living in Old Christine Morrison FI Catchment Current French Immersion Students Living in Old Mission Central FI Catchment 267 89 23

Current Students living in Ecole Christine Morrison English Catchment, but attending another school Cross Boundary School or School of Choice Total Mission Central English Catchment Albert McMahon 8 Cherry Hill 1 Dewdney 1 E. S. Richards 2 Hillside Traditional 24 Ecole Mission Central 3 West Heights 9 Windebank 2 Total Christine Morrison Eng students not Attending Christine Morrison 50 24

Current Students living in Ecole Mission Central English Catchment, but attending another school Cross Boundary School or School of Choice Total Mission Central English Catchment Albert McMahon 5 Cherry Hill 9 Christine Morrison Eng 7 Dewdney 1 ESR 18 Hatzic Elem 3 Hillside Traditional 17 Silverdale 1 West Heights Community School 5 Windebank 17 Total Mission Central Eng students not Attending Mission Central 83 25

Improvements at Ecole Mission Central In Recent Years New structure built in 1990 - Original building torn down Physical Support to help improve image and safety Aboriginal Garden Paint Front Entrance Way Roll down shutters to protect against break-ins Security cameras installed Extra outside lighting on motion sensors Clear out bushes to keep sight lines open Gates on parking lot Installed deep garbage cans to limit overflow of garbage Clean up ravine Stairway enhancement project House pole in foyer 26

Other Supports Given to Improve Quality of Education at Ecole Mission Central Community Links funding to support Breakfast & Lunch program Non-teaching principal, even when numbers don t warrant this Historically a Vice-principal even when numbers didn t warrant this Aboriginal Education Siwal Si wes offices located at the site Additional hours given for Youth Care Worker Strong Start program at the school Community Events such as Riot of Reading, Pow wows 27

Optimal Numbers for Elementary Schools 300-500 Students 59 studies were reviewed and it was concluded that these are the optimal numbers of students in an elementary school. Factors reviewed included: Academic Achievement, Attendance & Engagement, behaviour, safety, cost effectiveness and teacher retention. 2007. Leithwood, Professor at Ontario Institute for Studies in Education at the University of Toronto 28

Minimum Enrolment for a French Immersion School 22 kindergarten starts a program and it grows from there Preferable to have at least one class or more at every level K-6 (1 full class at each gr. = 184 students) 29

Growth Projections for the District of Mission On average, Mission grows by 400-800 people per year From 2006 2011 Mission grew by 1.2% per year It is projected that by the year 2061, Mission s population will increase to approximately 49200 31758 will be in Southwest Mission 7988 will be in Cedar Valley 5507 will be in Central & Fraser 947 will be in Rural Mission This is an anticipated growth rate of 1.5% per year The Southwest & Cedar Valley Areas are projected to grow approximately 7 times faster than Central & Fraser Source: Mission Economic Development Office 30

Growth Projections from Baragar 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 Year Christine Morrison Elementary Regular 196 184 195 190 192 193 189 192 199 197 196 196 196 196 French Immersion - Early: 265 258 258 257 251 250 249 248 249 249 249 249 249 249 Total 461 442 453 447 443 443 438 440 448 446 445 445 445 445 Mission Central Elementary Regular 122 120 123 118 119 122 124 121 123 120 121 120 122 122 French Immersion - Early: 79 77 76 76 76 77 77 77 77 77 77 77 77 77 International 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Total 204 200 202 197 198 202 204 201 203 200 201 200 202 202 31

District Growth Projections from Baragar Enrolment Projection: Baragar assumptions without local knowledge Mission Public Schools District as a school A Projection of Total Enrolment: ALL Programs Grade 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 K 455 431 444 439 438 438 438 438 438 438 438 438 438 438 1 460 454 429 442 438 436 436 436 436 436 436 436 436 436 2 449 462 456 431 444 440 438 438 438 438 438 438 438 438 3 447 441 454 448 424 437 432 431 431 431 431 431 431 431 4 434 443 434 446 441 417 430 425 423 423 423 423 423 423 5 417 443 453 444 456 451 427 440 435 433 433 433 433 433 6 407 419 442 453 441 454 448 425 438 433 432 432 432 432 7 430 412 413 433 444 408 428 422 399 412 407 405 404 405 8 459 443 425 426 447 458 421 441 436 412 425 419 418 417 9 442 462 447 425 429 450 459 425 445 440 416 428 423 422 10 473 468 487 473 451 455 474 483 450 469 464 441 454 449 11 455 468 463 481 467 444 449 466 474 443 461 456 435 447 12 756 722 734 729 746 733 712 713 729 735 707 723 719 701 K to 6 3069 3093 3112 3103 3082 3073 3049 3033 3039 3032 3031 3031 3031 3031 7 to 12 3015 2975 2969 2967 2984 2948 2943 2950 2933 2911 2880 2872 2853 2841 K to 12 6084 6068 6081 6070 6066 6021 5992 5983 5972 5943 5911 5903 5884 5872 Total 6084 6068 6081 6070 6066 6021 5992 5983 5972 5943 5911 5903 5884 5872 32

French Immersion Growth Rates 2006-2013 average provincial growth rate: 3.35% (Canadian Parents for French) There are currently 337 Elementary French Immersion students in Mission. If we assume a growth rate of 3.35% per year, every year, in 5 years French Immersion would add an additional 60 students. This would bring the Elementary French Immersion population to 397, which is well within the capacity of either Ecole Christine Morrison or Ecole Mission Central. Our actual growth rate from 2003-2015 is less than 1% per year 33

Total French Immersion Enrolment 2003-2015 and Growth Rates * Significant increase in 2010 due to Full-Day Kindergarten, which was introduced at Christine Morrison & Central, but not all elementary schools in Mission Year FI Enrolment Yearly Growth Rate 2003 319 2004 322 1% 2005 328 2% 2006 326-1% 2007 324-1% 2008 333 3% 2009 322-3% 2010* 359 11% 2011 332-8% 2012 337 2% 2013 339 1% 2014 343 1% 2015 357 4% Total Overall Growth Rate from 2003-2015 Total Overall Growth Rate from 2011-2015 Average overall growth rate per year 2003-2015 12% 7.5% Less than 1%/year 34

Projected French Immersion Growth* Year Projected Enr. 2016 363 2017 368 2018 373 2019 379 2020 385 2021 390 2022 396 2023 402 2024 408 2025 414 2026 420 2027 427 2028 433 * Assuming 1.5% growth rate per year 2029 439 35

Total French Immersion Enrolment 2003-2015 and Growth Rates Year FI Enrolment Yearly Growth Rate 2003 319 2004 322 1% 2005 328 2% 2006 326-1% 2007 324-1% 2008 333 3% 2009 322-3% 2010* 359 11% 2011 332-8% 2012 337 2% 2013 339 1% 2014 343 1% 2015 357 4% * Significant increase in 2010 due to Full-Day Kindergarten, which was introduced at Christine Morrison & Central, but not all elementary schools in Mission Total Overall Growth Rate from 2003-2015 Total Overall Growth Rate from 2011-2015 Average overall growth rate per year 2003-2015 12% 7.5% Less than 1%/year 36

Single Track vs. Dual Track Research in the area of single versus dual-track language programs is limited; however, results from the available research indicate the following: Effort must be put forth within a dual-track setting, to create a harmonious environment for all program stakeholders (students, staff and parents). Single-track immersion students are perceived, by both teachers and students, to be exposed to more French and less peer pressure than their dual-track counterparts (Kissau, S.P. 2003). A school environment which encourages the maximum use of French results in superior achievement on the part of immersion students in several aspects of French and English skills. While this is more easily done in a single-track school, it is possible for dual-track schools to encourage optimal use of French within the classroom (Lapkin, S., Andrew, C.M., Harley, B, Swain, M., Kamin, J. 1981). Continued 37

Continued In respect of the question as to whether differences exist in achievement, self report measures of school effectiveness and attrition rates between students attending French immersion programs in the single-track and dual-track groups in this investigation, significant differences in attrition rates emerge as the sole measure that distinguishes the single track and dual track groups in this 10 investigation. Further study is warranted to better understand the factors that contribute to this finding. (Halton DSB Research Report 2009) No research was found to suggest that ELL students are disadvantaged in a dual-track school setting. (Upper Grand DSB 2009) In summary, both benefits and drawbacks can be identified for single-track and dual track immersion settings. 38

Benefits for the dual-track include: Helping all students in the school appreciate the country s two languages and two cultures Immersion students have access to English resources in the school library which is beneficial to the English portion of their program Teachers of both programs benefit from each other s expertise Community involvement is enhanced because the school may be closer to the child s home or is the home school Integration of two cultures fosters an understanding between the two languages May help to keep community schools open 39

Benefits for the single-track include: If available, bilingual staff, principals, teachers, librarian, secretaries, increase the opportunity for students to use the language outside the classroom Certain of adequate numbers for a robust program by clustering students Students exposed to more French and less peer pressure Specialist teachers are more likely in all subjects Easier to use French in all aspects of the school day French teachers report greater satisfaction with resources and overall teaching situations 40

Drawbacks for the dual-track setting: Immersion students may speak French less outside the classroom Principal must manage two streams in one building & maximize student exposure to French e.g. French language in assemblies, hallways so immersion students exposure to the second language is not limited to the classroom Greater likelihood that the support staff may be English English regular program staff may feel intimidated by the immersion program Teachers, students and parents may fear the displacement or disappearance of the English program The English program may seem second best English/French cliques may develop among students and /or the parent community 41

Drawbacks for the single-track setting: Displacement of English home school students for French only program If in a new school, community may resent benefits of a new building being dedicated to an optional program Perception that immersion is an elitist program lacks development of cultural tolerance Finding bilingual support staff is difficult May increase time spent travelling from home if program is limited to centres When the school reaches capacity re-location is difficult (Source: Peel School District Board (2012) Final Report of the FI Review Committee, Elementary, Ontario) 42

Would becoming a Single-Track English School Limit the English Programs? The students in the English programs from Christine Morrison and Mission Central schools would either remain in their building and be joined by others or they would become part of another school All Schools in the district are supported with the same funding formulas and programs: Library, Learning Support, Counselling, Aboriginal, ESL, ESD Within the urban core Cherry Hill, Christine Morrison, Mission Central, West Heights and Windebank all have room to house more students as a single track English school Within the urban core Albert McMahon, ESR and Hillside do not have room to expand significantly 43

Where Would the English Students Go? If Ecole Christine Morrison held the French Immersion program: English students could go to Cherry Hill, Mission Central or West Heights There is room at all 3 of these schools Students attending Christine Morrison on a cross-boundary could also return to their neighbourhood school If Ecole Mission Central held the French Immersion program: English students could go to Christine Morrison, West Heights or Windebank There is room at all 3 of these schools Students attending Mission Central on a cross-boundary could return to their neighbourhood school 44

What are the repercussions for the English Schools? Christine Morrison as a single track English School: Currently: 8 divisions Bus: Perhaps 1 or 2 more divisions would be filled particularly if Central s bused students were brought here Walking: Some of Central s students from just east of Cedar and above 7 th would be well within walking distance to Morrison. Many of Central s students live closer to Windebank French Students that would stay: It is likely that some of the French Immersion population would stay as they may choose to attend their neighbourhood school and leave the French program. This would increase the English student population Risks: 11 empty classrooms Mission Central as a single track English School: Currently: 5 divisions Walking: A few Christine Morrison students currently live in the Mission Central catchment so could easily walk here. The majority of the Morrison students would live in closer proximity to West Heights or Cherry Hill. French Students that would stay: : It is likely that some of the French Immersion population would stay as they may choose to attend their neighbourhood school and leave the French program. This would increase the English student population Risks: 14 empty classrooms. Concern that with just 5 or 6 divisions, Central s reputation as an inner city school would not improve. It would likely become even more difficult to attract families to this school 45

Which is the Best Location for a Single Track French Immersion Site? Advantages of having the Fr. Im. Program at Christine Morrison: Christine Morrison has the larger French Immersion population so establishing the program here would mean that fewer families and fewer teachers would be disrupted by a move to a new location Room exists in the two neighbouring schools within walking distance (Cherry Hill & West Heights) to house the 8 English Divisions from Morrison The parking lot at Christine Morrison is less bus friendly so the English students that are currently bused to Mission Central could continue to be bused there Aboriginal Support Services, offices and resources would not be displaced from Mission Central 46

Which is the Best Location for a Single Track French Immersion Site? Continued Advantages of having the Fr. Im. Program at Mission Central: Locating the Fr. Im. Program here would raise numbers for a school whose catchment has a small neighbourhood population Parking lot and drop-off is more easily accessible than at Morrison A large number of students in the English program come by bus so transportation would not be a challenge for these families if their children were to be bused to a different school Room exists in the three neighbouring schools (Christine Morrison, West Heights and Windebank) to house the 5 English Divisions from Mission Central Closer proximity to Heritage Park Middle Secondary for joint activities with the 7-9 French Immersion Students Closer proximity to Windebank for joint activities with the grade 6 Intensive French Students 47

French Immersion Proposed Catchment Boundary with Cedar Street as Division Line (2015 Enrolment Numbers) 178 Ecole Christine Morrison 159 Ecole Mission Central 48

Previous map zoomed in to show Street Names (urban core) 49

Expenditures Cost of moving programs mostly involves the cost of moving resources French Classroom Resources Text books Library Books Teachers personal materials If a single track Fr. Im. Program is located at Mission Central then the move would also include costs involved in moving Siwal Si wes (Aboriginal Education) office and resources Strong Start Some costs are related to extra hours needed to aid transitions Assistance for Librarians to transfer French books Extra hours for Clerical transferring files Some costs are related to signage and name change Removing Ecole from school signs 50

Cost Savings Greatest cost savings comes in the way of salaries in maximizing class numbers Cost savings of approximately $100 000/year or more in Fr. Im. Program based on Maximized class size numbers No extra costs by providing an extra teacher to avoid 3 grade splits No extra cost of an EA to support 3 grade splits Cost savings of approximately $100 000/year in Eng. Programs based on Maximized class size numbers No extra costs by providing an extra teacher to avoid 3 grade splits or by running small class sizes Cost savings on resources Not having to duplicate French resources in 2 buildings 51

Opportunities for Consultation January 20, 2015: Public Board Meeting original motion February 17, 2015: Public Board Meeting motion to defer decision to 2016-2017 school year March 10, 2015: Public Board Meeting April 8, 2015: Public Round Table Forum at Ecole Mission Central April 21, 2015: Public Board Meeting April 29, 2015: Public Townhall Meeting at Ecole Christine Morrison which included feedback received from the community and presented information which was later posted on website Townhall Presentation May 26, 2015: Canadian Parents for French presentation at Mission Central October 6, 2015 Board & Senior Staff attended a presentation from Neighbourhood School Champions October 27 & 29 Board met with teachers from both schools to receive their feedback Throughout the process the Board has encouraged parents and community members to provide feedback. Members of the Board have engaged in conversation with parents and all stake holders during the process. 52

Emotional Impact We acknowledge that any decision may significantly impact staff, students and families, and that change can be difficult. We recognize that these types of decisions have an impact on our community at large. We wish to thank everyone who has participated in this process. 53